Presentation on theme: "By: Ronald Jess C. Cabunagan"— Presentation transcript:
1 By: Ronald Jess C. Cabunagan DEVELOPING AN INFORMATION LITERACY PROGRAM THE ATENEO DE MANILA HIGH SCHOOL EXPERIENCEBy: Ronald Jess C. Cabunagan
2 DefinitionInformation literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”- American Library Association
3 Definition An information literate individual is able to: • Determine the extent of information needed• Access the needed information effectively and efficiently• Evaluate information and its sources critically• Incorporate selected information into one’s knowledge base
4 Definition An information literate individual is able to: (cont’d…) • Use information effectively to accomplish a specific purpose• Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
5 DefinitionInformation literacy can be thought of as combining familiar library skills with the process of learning from information (Taylor 8).
6 The Ateneo de Manila High School Information Literacy Program
7 School BackgroundAteneo de Manila High School is a “Filipino, college-preparatory, Catholic and Jesuit” high school for boys2,300++ students across the four year levels (1st Year to 4th Year)Educational Media Center (EMC)Library (Print)ITC or Instructional Technology Center (Non-Print)
8 School Background 4 professional librarians and 9 support staff Teaching of information literacy is one of the responsibilities of the librarianInformation literacy classes are conducted at least once a year for each year level
9 Goals and Objectives of the Program Objectives of the ILP:1. To teach students to analyze and evaluate information for accuracy and bias;2. for students to gain the ability to find and use information purposefully;3. for students to become adept at using search and retrieval skills to locate information;
10 Goals and Objectives of the Program Objectives of the ILP (cont’d):4. to introduce the students to materials that they can use to enhance their reports and presentations;5. to familiarize students with trends in instructional media and online information retrieval; and6. to inform the students about the services offered by the EMC.
11 Information Literacy Program Media Instruction ProgramInformation Literacy Program
12 Contents and Strategies of the Program First Year LevelOrientation to the EMCDifferent Sections of the LibraryRules and regulationsServices offeredUsing the OPAC
13 Contents and Strategies of the Program First Year Level *Formulating Keywords (Searching)Advanced OPAC SearchPlagiarism*no longer included in the current program
14 Contents and Strategies of the Program Second Year LevelCopyright and PlagiarismBibliographic Citation Using the MLA
15 Contents and Strategies of the Program Second Year Level *Use of Library Reference Sources for ResearchPreparation and Use of Non-Print Materials in the Classroom*no longer included in the current program
16 Contents and Strategies of the Program Third Year LevelEvaluation of Information on the WebAuthorityAccuracyObjectivityCurrencyCoverage
17 Contents and Strategies of the Program Third Year Level *Using the Internet for ResearchOnline Search ToolsTips on Keyword SearchingWeb 2.0Virtual Libraries*no longer included in the current program
18 Contents and Strategies of the Program Fourth Year LevelUse of Library Tools for ResearchAdvanced OPAC Search StrategiesVertical FilesPeriodical IndexesOnline Databases
19 Contents and Strategies of the Program Fourth Year Level *How to do ResearchResearch ProcessFormulating a Thesis StatementTypes of IndexesOnline Search TechniquesCopyright and PlagiarismEMC’s Electronic Media Collection (CD-ROMs)*no longer included in the current program
20 Contents and Strategies of the Program Jeopardy-Like GameAn interactive game to introduce topics in library orientation.
40 Information Literacy Models Big6Guided InquiryStudents will learn more if the lesson follows and information problem-solving model and other principles of learning. (Taylor 95).
41 The Big6 Big6 information problem-solving model Task Definition Information Seeking StrategiesLocation and AccessUse of InformationSynthesisEvaluation
42 The Big6 Task Definition Evaluation Information- Seeking Skills Step 1Task DefinitionWhat do I need to do?What information do I need?The Big6Step 6EvaluationIs my project complete?Did I meet each requirement?Step 2Information- Seeking SkillsWhat information sources can I use?Which information sources are the best?Step 5SynthesisHow should I organize the information to meet the requirements of my task?Step 3Location and AccessWhere can I find each source? How can I find information in each source?Step 4Use of InformationWhat information in each source is useful?How should I record my notes?Source:
43 The Big6 Big6 information problem-solving model It is not necessary to follow the stages in linear orderIn most successful problem-solving situations, all stages are addressed.
44 Guided InquiryMore suited for designing learning activities in the library and requires more collaboration with subject teachers
45 Guided Inquiry“Guided inquiry is a carefully planned, closely supervised targeted intervention of an instructional team of school librarians and teachers to guide students through curriculum based inquiry units that build deep knowledge and deep understanding of a curriculum topic, and gradually lead towards independent learning.”
46 Guided Inquiry Six Characteristics Students learn by being actively engaged and reflecting on that experienceStudents learn by building on what they already knowStudents develop higher order thinking through guidance at critical points in the learning process
47 Guided Inquiry Six Characteristics (cont’d) Students’ development occurs in a sequence of stagesStudents have different ways of learningStudents learn through social interaction with others
48 Guided Inquiry 1. Initiation 2. Selection 3. Exploration The information search process occurs in seven stages:1. Initiation2. Selection3. Exploration4. Formulation5. Collection6. Presentation7. Assessment
49 Guided Inquiry1. Initiation - students are asked to contemplate on a research question2. Selection - students choose what specific information to pursue3. Exploration - students develop questions of their own from what they already know
50 Guided Inquiry4. Formulation - students form their own focused perspective5. Collection - students gather relevant information6. Presentation - students prepare to share what they learned7. Assessment - students reflect on what they learned
51 Applying the Information Literacy Models Developing effective information literacy lessonsHelping the students to undergo the process of seeking and using information
52 Developing Modules Using the Big6 Create a lesson content and activities for each stage of the Big6:CONTENT AND ACTIVITIESTask DefinitionInformation Seeking StrategiesLocation and AccessUse of InformationSynthesisEvaluation
53 Task Definition 1. Defining the problem Discussion:Ask the students to think about their research topic and their expected output. This can be a review of their English requirements.2. Identifying information requirementsExercise:What is your thesis statement?Identify 5 questions that you will ask to clarify your thesis statement.
54 Information Seeking Strategies 1. Determining possible sourcesLecture:Overview of the library tools for research.BooksPeriodicalsDatabases2. Evaluating their priorityExercise:Take a look at the 5 questions which you identified. Identify which library tools you think can provide you the answers.
55 Location and Access1. Locating the sources and locating the information in themLecture:Using the Library ToolsUsing the OPAC to Search for MaterialsUsing the Vertical FilesLooking for Periodical Articles Using the IPPUsing the Online DatabasesExercise:Identify keywords which you can use in searching.Look for relevant sources of information on your topic: 3 books, 1 periodical article, 1 vertical files entry and 1 article from EBSCOHOST.
56 Information Usage 1. Reading information and then extracting details Exercises:Looking at the five questions you formulated, choose one question which you think can be answered using one of the sources that you’ve found. Using the source that you’ve found, find the answer to the question.
57 Synthesis 1. Organizing and presenting information. Exercises: Prepare your answer following a format.Question: ___Answer: ___Citation: ___Look for another source (you may use the Internet this time) that provides the same answer or verification of your answer. Provide the citation.
58 Evaluation 1. Judging the product and process Essay: Are you satisfied with the information/answer that you’ve found? Why?Given your topic, do you think you can get sufficient sources in the library? Why?Do you consider changing or revising your topic? Why?
59 Ignatian Pedagogical Paradigm (IPP) Context of LearningExperienceReflectionActionEvaluationImage Source:
60 CONTEXT EXPERIENCE Task Definition Information Seeking Strategies 1. Defining the problem2. Identifying information requirementsEXPERIENCEInformation Seeking Strategies1. Determining possible sources2. Evaluating their priorityLocation and Access1. Locating the sources and locating the information in themInformation Usage1. Reading information and then extracting details
61 REFLECTION ACTION EVALUATION Evaluation Synthesis 1. Judging the processACTIONSynthesis1. Organizing and presenting informationEVALUATION1. Judging the product
62 Problems and Hindrances in the Implementation Lack of TimeInformation OverloadRelevance and Interest
63 Future ChallengesMore School Librarian and Subject Teachers CollaborationThrough collaboration, information skills are taught when needed and therefore students see the skills as being relevant to their learning (Taylor 51).
64 Future Challenges More Curriculum Integration Students need to use information literacy skills in various situations so that their skills will always be practiced and will not be eventually lost (Taylor 40).
65 Thank you! RONALD JESS CABUNAGAN Ateneo de Manila High School Library